UNDERSTANDING HAZARDS AND RISKS: LIVED EXPERIENCES OF

EIM STUDENTS IN LURAY II NATIONAL HIGH SCHOOL

________________________________________________________________________

Presented to the Senior High School Department

Luray II National High School
Luray II, Toledo City

________________________________________________________________________

In Partial Fulfillment of the Requirements

Of the Course Practical Research 1

(Qualitative Research)

Under the Technical-Vocational Livelihood (TVL) Track

Electrical Installation and Maintenance (EIM) Strand

________________________________________________________________________

Abindan, Gerard G.
Caburnay, James Bryan B.
Cañazares, Jephte L.
De Asis, Mark Joven E.
Dolino, Mark Joseph S.
Glimada, Sam Junnel L.
Siarot, Nissan Jade
Segovia, Melchor D.
Tante, John Clerk
Tapad, Jerson B.

July 2023
 APPROVAL SHEETS

The research named ʺUNDERSTANDING HAZARDS AND RISKS: LIVED

EXPERIENCES OF EIM STUDENTS IN LURAY II NATIONAL HIGH SCHOOLʺ

was composed and submitted by Grade 11- EIM students section Era that includes:

Abindan Gerard, Caburnay James Bryan, Cañazares Jephte, De Asis Mark Joven,

Dolino Mark Joseph, Glimada Sam Junnel, Siarot Nissan Jade, Segovia Melchor,

Tante John Clerk, Tapad Jerson in the fulfillment of the requirements in the Practical

Research 1 (Qualitative Research), had been reviewed and suggested for acceptance as

well as approval for ORAL DEFENSE.

THE RESEARCH COMMITTEE

Approval and acceptance in the completion of the requirements for Practical Research 1

(Electrical Installation and Maintenance) requirements.

DR. HELEN LARGO TEO

Assistant Principal

ODILON C. MAMBAJE

School Principal
 TABLE OF CONTENTS

Acknowledgement…………………………………………………………………………i

Dedication…………………………………………………………………………………ii

Table of Contents…………………………………………………………………………iii

Abstract…………………………………………………………………………………...iv

CHAPTER 1

1. THE PROBLEM AND ITS BACKGROUND

Rationale…………………………………………………………………………..1

Theoretical Framework…………………………………………………………....3

Research Paradigm………………………………………………………………...4

Statement of the Problem………………………………………………………….5

Significance of the

Study…………………………………………………………..6

Scope and Delimitation……………………………………………………………7

Definition of Terms………………………………………………………………..8

CHAPTER 2

2. REVIEW OF RELATED LITERATURE AND RELEVANT STUDIES

The Emergence of

Electricians…………………………………………………….9
 On Installation Skills…………….……………………………………………….10

Assessing Customer

Services…………………………………………………….11

Managing Hazards and

Risk……………………………………………………...12

CHAPTER 3

3. RESEARCH METHODOLOGY

Research Design……………………………………………………………….....13

Research Locale/Environment…………………………………………….....…..14

Research

Respondents/Participants……………………………………………....15

Research Instruments.............................................................................................15

General Procedure/Data Gathering Procedure.......................................................16

CHAPTER 4

4. RESULTS AND DISCUSSION

ACKNOWLEDGEMENT
 Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

The Senior High School (SHS) Education in the Philippines has undergone a

significant change in its curriculum and structure since its implementation in 2016. One

of the new strands offered is the ''Electrical Installation and Maintenance'' (EIM). The

program EIM aims to provide individuals with the necessary knowledge, skills, and

practical experience to excel in the field of electrical systems and maintenance. However,

little research has been conducted to understand the lived experiences of Senior High

School-EIM students, which is critical to assessing the effectiveness of the program and

addressing any gaps or challenges that may arise.

Therefore, this study aims to explore the lived experiences of Grade - 11

Electrical Installation and Maintenance (EIM) students in Luray II National High School

regarding hazards and risks associated with their field of study, and how these

experiences have affected their performance. This is done through a phenomenological

lens. Phenomenology is a qualitative research design that focuses on understanding the

subjective experiences of individuals and how they interpret and make sense of their

experiences. By conducting a phenomenological study, we can gain insights into the

students’ perspective on the EIM program regarding hazard and risks, their motivations

for choosing the program, their expectations and goals, and the challenges and successes

they have encountered in their studies.

 The findings of this study can provide insights to education, policy makers, and

other stakeholder in the education sector. By understanding the lived experiences of the

Senior High School-EIM Students, we can identify areas for improvement in the

program, address the challenges that students face and develop strategies to better support

their learning and development.

Additionally, the study can offer valuable insights into technical skills, industry

practices, occupational experiences, training effectiveness, and the economic impact of

the field. These insights can inform various stakeholders in making informed decisions,

improving educational programs, and driving advancements in the electrical systems and

maintenance industry.

Overall, this study is significant because it provides a deep and meaningful

understanding of the experiences of Senior High School-EIM students, which can

contribute to the improvement of the EIM programs and the development of effective

policies. The study can also offer valuable insights into technical skills, industry

practices, occupational experiences, training effectiveness, and the economic impact of

the field. These insights can inform various stakeholders in making informed decisions,

improving educational programs, and driving advancements in the electrical systems and

maintenance industry.
Theoretical Framework
 Research Paradigm

Understanding Hazards and Risks:

Lived Experiences of EIM Input
Students in Luray II National High School

Process
Series of in-depth
interviews

General Key Themes:

Output

Statement of the Problem

 The problem addressed in this study was the lack of knowledge about the specific

hazards encountered by the Grade 11 Electrical Installation and Maintenance (EIM)

students in Luray II National High School, and how these experiences affected their

performance.

Specifically, the research aimed to answer the following questions:

1. What are the specific hazards and risks that Grade-11 EIM students in Luray II

National High School encounter in their field of study?

2. How do Grade-11 EIM students in Luray II Barangay High School navigate and

manage the hazards and risks associated with their field of study?

3. How do the lived experiences of Grade-11 EIM students shape their attitudes and

behaviors towards safety in their field of study?

4. What recommendations can be made to improve the safety measures and support

systems for Grade-11 EIM students in managing hazards and risks in their field of study?

Significance of the Study

 This study was beneficial to the students, teachers, and future researchers. It

provided valuable information on hazards and risks in installations, benefiting students by

improving their skills and awareness, assisting teachers in guiding students, and offering

valuable insights to researchers in the field.

Students: The study would be beneficial to students as it provides valuable information

on hazards and risks in installations, which could help improve their skills and increase

their awareness. By understanding these hazards and risks, students could enhance their

performance and ensure their safety while working in the field of electrical installation

and maintenance.

Teachers: The study's results could be advantageous for teachers as they enable them to

guide students in identifying hazards and risks associated with their field of study. Armed

with this knowledge, teachers could provide more comprehensive instruction, support,

and guidance to students, ensuring they have a clear understanding of the potential risks

and safety measures. This could enhance the quality of teaching and learning within the

Electrical Installation and Maintenance program.

Future Researchers: The study's findings could provide valuable insights and serve as a

foundation for future researchers. By exploring the lived experiences of Grade 11 EIM

students regarding hazards and risks, this study could contribute to the existing body of

knowledge on the subject. Future researchers could build upon these findings, delve

deeper into specific aspects, and explore additional factors related to hazards and risks in

the field of electrical systems and maintenance.

Scope and Delimitations of the Study

 The study specifically focused on five (5) respondents out of 1,129 Senior High

School students enrolled in Luray II National High School for the School Year 2022-

2023. The researcher collected information through semi-structured interviews, gaining

insights into the specific hazards and risks faced by Grade 11 EIM students, their

strategies for managing these risks, the impact of their experiences on their attitudes and

career aspirations.

The study also employed questionnaires as the primary data collection tool, which

would be administered to the selected students. By limiting the study to five students in

the EIM program, the researcher aimed to minimize potential bias and obtain an objective

perception of the effects of hazards and risks on student performance.

It is important to note that this study has several limitations. First, the sample size

was limited to five (5) respondents. Second, the study was confined to a single

educational institution, Luray II National High School. Furthermore, the study was

conducted within the specific timeframe of the School Year 2022-2023.

Despite these limitations, this research aimed to provide valuable insights into the

effects of hazards and risks on student performance within the given context. The

findings could contribute to a better understanding of the challenges EIM students faced.

Definition of Terms
Academic is the extent to which a student, teacher or institution has achieved their short

or long-term and educational goals.

Electric is operated by electricity and providing electricity.

Electricians is a trades person specializing in electrical wiring of building, stationary

machines, and related equipment.

Hazards are an agent which has the potential to cause harm to a vulnerable target.

Installation an electrical installation is a group of items of electrical equipment that are

permanently electrically connected together and can be supplied with electricity from the

works of an electricity entity or from a generating source.

Performance is an activity that must do by the EIM students, the example of actual

performance is a wirings and NC II training. Performance is the most important to

achieve by the EIM student.

Risk electrocution incidents can be fatal, while non-fatal shocks can result in serious and

permanent burn injuries to skin, internal tissues and damage to the heart depending on the

length and severity of the shock.

Chapter 2
 REVIEW OF RELATED LITERATURE AND RELEVANT STUDIES

In exploring this study, we could see how students develop their skills in talking

this track with proper training and equipment to use in developing their knowledge. This

chapter presented a brief review of related literature and studies that are related in both

national and local.

Daniel Roberts (2013), Most occupational health and safety (OHS) professionals

understand the difference between hazards and risks. However, the distinction between

these terms in not well understood in the electrical industry, where they are often used

interchangeably. This gap in understanding between OHS and electrical professionals

needs to bridged to ensure that electrical hazards, and the risks arising from those

hazards, are effectively addressed. The objective of this article is to clarify the difference

between hazards and risks and explain how OHS risk management principles can be

applied to electrical hazards.

Dennis K Neitzel (2016), Owners, operators, installers, and maintainers of

industrial and commercial electric power systems and equipment, along with design

consultants and manufacturers, should be concerned with the electrical safety aspects

associated with these systems and equipment. Electrical safety must be an integral part of

all electrical equipment and systems design, installation, and maintenance. An in-depth

knowledge and understanding of all applicable codes, standards, and regulations, as well

as the manufacturer's instructions, is a must for electrical safety through design. Safety

professionals, knowledgeable in electrical equipment and systems and electrical safety,

should be included in the planning and design phases of all projects to ensure that safety
is discussed and included in the design. Electrical safety by design and maintenance is

critical in order to help prevent or reduce electrical accidents due to failure of electrical

equipment.

Albara M Mustafa, Aziz Al-Mahadin (2018), In this work, an assessment of four

types of risks is carried out for wind turbines during four phases, namely: transportation,

installation, operation and maintenance. This work mainly focuses on onshore type of

wind turbines and briefly mentioning the offshore wind turbines. The introduction gives

an overview of the main parts and components of wind turbine, in addition to discussing

the process of risk assessment and the procedure to be followed in this study. The paper

focuses on the following four risks: the risk of transporting large-scale wind turbine parts

and components, the risk of workers slipping, tripping and falling during installation and

maintenance of wind turbines, the risk of working in confined spaces, and finally the risk

of ice accretion and irregular shedding when the wind turbine is in operation phase or

even when it is stationary. The last type of risk is highly observed in cold climate regions.

The four mentioned types of risks are the main ones out of the many risks that could

appear during transporting, installing, operating and maintaining wind turbines. The main

aim of this work is to contribute in the proper risk assessment of potential hazards, which

enhances the ability to devise passive and active protection measures to reduce the effects

of a catastrophic event.

Maria Cecilia Noche (2019), Electrical Installation and Maintenance is one of the

fastest growing fields in regard to career vacancies. Local and abroad employment is

undeniably needed of every industry worldwide.

 H Landis Floyd, Marcelo Valdes (2020), Modern awareness of workplace hazards

has created a range of safety standards and best practices now accepted and implemented

in the design and construction of many types of industrial and commercial installations.

Prevention through Design (PtD) concepts are well understood and commonly applied in

the design of many facilities where dangerous chemicals or dangerous concentrations of

energy are a required part of the process. Heightened awareness of electrical hazards over

the last two decades has resulted in greater understanding of the arc flash hazard and

shock hazard as well as in many methods and tools to control the associated risks.

However, the PtD concepts well understood and implemented in other aspects of

industrial facility design may not be well understood or are often not implemented at the

design and construction stage of the electrical infrastructure within industrial or large

commercial facilities. This paper will discuss the correlation between PtD and industrial

accidents and how prevention through design concept applied to electrical infrastructure

can be used to improve safety and productivity in modern facilities.

Onoh and Onyebuenyi (2017), stated that electrical installation trade also equips

an individual with functional and saleable skills, knowledge and attitude or value that

would enable him operate in rendering service in electrical related institution work.

Likewise, Electrical Installation and Maintenance works as offered in technical

colleges prepares an individuals for job-satisfying requirements towards employment and

self-reliance (Onoh and Onyebuenyi,2017), that Electrical Installation and Maintenance

works curriculum is designed to prepare the students to acquire entry level knowledge

and manipulative skills for employment in the electrical industry in Nigeria, nothing that

student who undergo training in Electrical Installation Trade are expected to acquire
skills for excellence in installation of electrical machines and equipment, winding of

electrical machines, testing and inspections of electrical installation, repair of electrical

machines and, cable jointing and termination for relevance upon graduation.

In addition (Onyebuenyi 2017) Electrical Installation and Maintenance Works

Trades provides individual students with adequate training training of skills to meet the

demands of Electrical Industry and the needs of individual by allowing students under

training to identify their career objectives before and after graduation as designed in the

(EIM) Students.

However, Dgwa (2015), the objective of Electrical Installation and Maintenance

Works Trade is to give training and import needed skills to technical Senior High School

Students in that area to enable them secure employment in recognized organizations,

create a job or become self-reliant economically.

Johnny Wheat, Anthony Leali (2022), The dangers and risks of dust explosions in

grain facilities are well established. Hazard monitoring describes the equipment and

process of monitoring grain handling equipment and facilities for proper operation and

the conditions that can lead to the creation of a heat source that can initiate an explosion.

This chapter will present the required elements of a dust explosion and steps that facility

managers can take to minimize the risk of one occurring. Also presented are

Occupational Safety and Health Administration and the National Fire Protection

Association hazardous area classifications, current hazard monitoring requirements, and

monitoring points on grain handling machinery. Finally, the authors will examine the

equipment approved for use in dust hazardous locations, system design considerations,

and installation and maintenance tips

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research methodology employed in the study, outlining

key aspects such as research design, research environment, research respondents,

research instruments, and general procedure (including research and data collection

procedures), and a description of how the data would be analyzed.

Research Design

This study employed a qualitative phenomenological research design to explore

the lived experiences of Grade-11 Electrical Installation and Maintenance (EIM) students

in Luray II National High School. The primary objective of this research was to gain a

deep understanding of the hazards and risks encountered by these students within their

educational context.

Phenomenology was a suitable approach for this study as it allowed for an in-

depth exploration of individuals' lived experiences and the meanings they attributed to

those experiences. By adopting this design, the researcher aimed to uncover the

subjective perspectives, perceptions, and insights of Grade-11 EIM students regarding the

hazards and risks they face during their academic journey.

Research Locale/Environment

This qualitative research took place at Luray II National High School, situated in

Luray II, Toledo City. Luray II National High School provides secondary education,

including both Junior High and Senior High levels. The study would specifically focus on

the Senior High School Grade 11 students enrolled in the Technical-Vocational-

Livelihood (TVL) tracks, with a specific emphasis on the Electrical Installation and

Maintenance (EIM) students.

Luray II National High School was selected as the research locale or environment

due to its relevance to the research topic and the availability of the target population. This

educational institution offered a comprehensive curriculum that includes various TVL

tracks, enabling the exploration of the hazards and risks faced by Grade 11 EIM students

within their vocational education context.

By conducting the study within Luray II National High School, the researcher

aimed to gain a deep understanding of the experiences, perspectives, and challenges

encountered by these students.

https://www.google.com.ph/maps/place/Luray+II+National+High+School/

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Research Participants

The participants of the study were the five Grade-11 students enrolled in the

Electrical Installation and Maintenance (EIM) program in Luray II National High School.

These participants were selected through purposive sampling based on their firsthand

experiences and knowledge regarding hazards and risks associated with their field of

study. Through in-depth, semi-structured interviews, these five respondents provided

valuable insights into the impact of hazards and risks on their academic performance.

Confidentiality and ethical considerations were maintained throughout the research

process, ensuring informed consent and anonymity for the participants.

Research Instruments

The primary research instrument for this study was in-depth, semi-structured

interviews. These interviews were conducted with five purposefully selected Grade-11

students from the Electrical Installation and Maintenance program. The interviews aimed

to explore their firsthand experiences and knowledge of hazards and risks in their field of

study, and the impact on their academic performance. Confidentiality and ethical

considerations were upheld, with informed consent and anonymity ensured for all

participants.

General Procedure/Data Gathering Procedure

The data gathering procedure for this study involved conducting in-depth, semi-

structured interviews with five purposefully selected Grade-11 students from the
Electrical Installation and Maintenance program at Luray II National High School. The

following steps were followed:

Selection of Participants: Five students were purposefully selected based on their

firsthand experiences and knowledge of hazards and risks associated with their field of

study. The selection aimed to ensure diversity of perspectives and experiences.

Informed Consent: Prior to the interviews, informed consent was obtained from each

participant and their parents or legal guardians. The purpose, procedures, and voluntary

nature of their participation were explained. Participants were assured of their right to

withdraw from the study at any time.

Interview Guide Development: An interview guide was developed, consisting of open-

ended questions aligned with the research objectives. The guide aimed to explore the

participants' firsthand experiences, perceptions, and the impact of hazards and risks on

their academic performance.

Conducting the Interviews: The interviews were conducted in a private and comfortable

setting, ensuring confidentiality. Each interview was audio-recorded with the participants'

permission. The researcher established rapport with the participants and encouraged open

and honest dialogue.

Data Analysis: The spoken recordings were written down word for word, and the

information was studied by identifying common themes. The researcher identified

patterns, themes, and key findings that emerged from the participants' responses.

Ethical Considerations: Throughout the data gathering process, ethical considerations

were upheld. Confidentiality was maintained by assigning pseudonyms or participant

codes to ensure anonymity. The research team adhered to data protection protocols and

ensured the security of the collected data.

Chapter 4

RESULTS AND DISCUSSIONS

This chapter answers the research questions by considering the literature review

and interview findings. The findings and discussion are organized based on the research

and interview questions, making it easier to identify patterns and direct responses from

the participants.

Research Question 1: What are the specific hazards and risks that Grade-11 EIM

students in Luray II National High School encounter in their field of study?

This research question tries to ask the specific hazards and risks that the EIM

students encounter in their field of study. Based on the participants’ responses, it is

confirmed that self-experiences, and self-challenges to integrate theory and practice are

among the driving forces of encountering the hazards and risks in their field of study.

From the responses, it can be inferred that the participants seemed fully understand the

experiences and challenges behind encountering the specific hazards and risks to their

study. One interview question below shows the various responses of the participants:

“The specific hazards and risks that I encountered in EIM is electric shock in the

actual presentation.”

“The specific hazard and risks that I encounter in actual presentation of EIM is the

physical accidents in the field of study.”

 “The specific hazards and risks that Grade- 11 EIM students in Luray II National

High School encounter in the field of the study is electrical shock, electrical burns, arc

flash, fire and explosion.”

“The specific hazards and risks that Grade- 11 EIM students in Luray II National

High School is falling from the higher place, EIM students who’s working on high place

during their actual performance, has a possible to falling down when they’re not follow

the safety precautions.”

Thematic Analysis of Research Question 1

Research Question 2: How do Grade-11 EIM students in Luray II Barangay High

School navigate and manage the hazards and risks associated with their field of study?

The second research question looks at how the participants navigate and manage

the hazards and risks associated with their field of study. The findings showed that the

participants have advance knowledge and good responds. One interview question below

shows the various responses from the participants.

“To avoid the risks, I must be aware of the potential hazards associated with

Electrical Installation and Maintenance. This knowledge can help me in preventing

accidents and creating safe working environments.”

“To avoid accidents, I follow safety protocols because it is essential for students

to do this when working with electricity.”

 “The Grade- 11 EIM students in Luray II National High School navigate and

manage the hazards and risks associated with their field of the study. It depends on the

specific field and nature of the hazards and risks involved. The several steps to manage

hazards and risks is identify potential hazards, develop safety protocols, and also the

training and education. They manage hazards and risks using a caution signs to avoid the

students from the risks.”

“The Grade- 11 students in Luray II National High School manage the hazards

and risks by conducting a hazards and risks assessment, before starting any electrical

installation project or task, a comprehensive risk assessment must be carried out to

identify any potential hazards and associated risks.”

Thematic Analysis of Research Question 2

Research Question 3: How do the lived experiences of Grade-11 EIM students shape

their attitudes and behaviors towards safety in their field of study?

In research question number three, the focus is on how the lived experiences of

Grade 11 EIM students shape their attitudes and behaviors towards safety. The finding

shows that among the effective ways are through good time management, being very

responsible, and expressing personal life. One interview question below shows the

various responses from the participants.

“To shape our attitudes and behaviors towards safety in our field of study which is

involved with electricity is to always remain positive and clear of mind to avoid accident,

like being naughty during the field of study.”

 “To shape our attitudes and behaviors towards safety in our field of study which is

involved with electricity is to always remain positive and clear of mind to avoid

accidents.”

“The experiences of Grade- 11 Electrical Installation and Maintenance students shape

of our attitudes and behaviors towards our safety in our field of study, we are the student

in this field are typically trained in the safe installation, maintenance, and repair system,

and my experiences can shape my understanding of the importance of safety is the

emphasis placed on safety in their course work and training and provide rigorous training

is safety procedures and best practices.”

“The experiences of Grade- 11 EIM students shape their attitudes and behaviors

towards safety in our study is to be patient and understandable student, I learned how to

managed installation because I’m always listen on my assessor, and when you listen you

may catch up more importance of Electrical Installation and Maintenance.”

Thematic Analysis of Research Question 3

Research Question 4: What recommendations can be made to improve the safety

measures and support systems for Grade-11 EIM students in managing hazards and risks

in their field of study?

The last research question is intended to ask the participants their suggestions and

recommendations for students to improve safety and support in managing hazards and

risks. Among the suggestions made are to be committed, disciplined and able to manage

their time. One interview question below shows the recommendations.

 “My recommendations to improve the safety measures and support system in

managing hazard and risks in our field of study is to maintain your composure all the

time and must always follow the rules and steps required in our field of the study that

involves electricity.”

“My recommendations to improve the safety measures and support system in

managing hazard and risks in our field of study is to maintain your composure all the

time and must always follow the rules and steps required in our field of the study that

involves electricity.”

“My recommendations to improve the safety measures and supports system in

managing hazards and risks in our field of study is a critical aspect to electrical

installation maintenance, and it is essential to ensure that we students are adequately

prepared to handle these challenges. Here are some of my recommendations provide

comprehensive, safety training, conduct regular safety events and provide adequate

P.P.E, etc.”

“My recommendations to improve the safety measures and supports system in

managing hazards and risks in our field of study is, Encourage a safety culture one of the

recommendation that can be made to improve the safety measures and supports is

essential to create a culture of safety within the EIM students which includes promoting

safety awareness, encouraging students to report hazards and incidents, recognizing and

doing safety behaviors.”

 Chapter 5
CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Researchers about understanding hazards and risks are widely been conducted in

different countries but those researchers lack of knowledge about how they face their

everyday lived experiences and how they conquer every hazard and risks they encounter.

This study will help to fully understand the experiences of EIM students who

encountered the hazards and risks. The results of the evidence drawn from a voluminous

body of sources show that self-challenges’ is one of the driving forces of understanding

hazards and risks wherein they want to support their life challenges and be responsible.

Self-confidence and self-development is also driving forces. They show their confidence

to prove that they’re doing it so well. And they want to improve themselves, to achieve

their goals and gain more experiences that could be possibly use in their future. Most of

the reasons why students experience hazards and risks in their field of study because of

losing confidence. This serves as self-reflection for the students who wants to take the

Electrical Installation and Maintenance (EIM) strand. Avoiding the hazards and risks

during the actual presentation in field of study was not easy. You can’t expect what will

happens next, therefore EIM students was frequently experience the hazards and risks.

But as a responsible’ students he knows how to avoid hazardous things. Commitment,

discipline, and time management are essential when managing hazards and risks in their

field of study.
Recommendation

In this stage, the researchers are able to give recommendations to each person

who involved in this study:

• To the Senior High School (EIM) students. Must know the hazards and risks for safety.

You should put it on your mind that these hazards and risks can cause you death. You

must know the sign cautions to avoid hazards and risks. Being a responsible and have a

self-confidence’ students is better, don’t lose confidence if u know it already.

• To the future researchers. Don’t make your research questions harder to avoid headache

on the students. Make it understandable and clear. Balance the number of participants to

the research interview questions.

• To the teachers. Motivate your students to pursue and reach their dreams. For them to

never give up and surpass all the challenges they encounter.

• To the parents. Before you let your children choose their strand make sure you should

teach your children what are the possible happened in that strand. Guide your son by

providing good advice. Give time to your son if they’re not in a mood. It helps to avoid

depression.
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